Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.

Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.

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Description

The recent films of both Spike Lee and Adam McKay have been explicitly political in their respective thematic focuses. The former’s Chi-Raq (2015) adapted an ancient Greek comedy into a commentary on the state of violence in America’s inner-cities and more recent BlacKkKlansman (2018) adapted the memoir of a black

The recent films of both Spike Lee and Adam McKay have been explicitly political in their respective thematic focuses. The former’s Chi-Raq (2015) adapted an ancient Greek comedy into a commentary on the state of violence in America’s inner-cities and more recent BlacKkKlansman (2018) adapted the memoir of a black police officer’s infiltration into a local chapter of the Ku Klux Klan. The latter’s The Big Short (2015) adapted Michael Lewis’ bestselling book on the 2008 Financial Crisis into a farcical satire of economic greed, while his next film, Vice (2018), took a similarly scathing approach in depicting the life of former vice president Dick Cheney. While both McKay and Lee have their own unique filmmaking styles, their approach in these four films reveals both filmmakers to be working in the ideological tradition of postmodernism. These directors’ revival of postmodern aesthetic strategies in the 21st century has resulted in sophisticated artistic statements that cut through the political apathy and nihilism of our day. Their fast-paced films, saturated with paradoxes, allusions, and meta-commentaries, manage to keep today’s media-savvy audiences on edge and in a state of unstable equilibrium. This project argues that while both directors are fascinated by the deconstructionist potential that postmodern aesthetic strategies present, a key difference emerges when analyzing their respective political projects: while Lee fully embodies the postmodern mindset in both his narrative structures and thematic insights, McKay’s desire to persuade the audience to take a passionate stand ultimately makes his art transcend the traditional postmodernist stance of neutral, non-judgmental, or ironic acceptance of multiple truths. By comparing Lee’s approach to one of the most popular filmmakers of the day in McKay, this project situates Lee’s canonical style in the modern, ultra-partisan moment.

ContributorsRyan, Brennan (Author) / Hedberg Olenina, Ana (Thesis director) / Griffin, Daniel (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor)
Created2022-05
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Description
As more students have joined online higher education programs, research has provided insight into the use of various technologies in online courses. There is an ongoing question of how digital learning resources could be leveraged in English composition courses to best support the needs of students and provide them with

As more students have joined online higher education programs, research has provided insight into the use of various technologies in online courses. There is an ongoing question of how digital learning resources could be leveraged in English composition courses to best support the needs of students and provide them with the foundational skills for academic and professional writing. This study explores how students in an online first-year composition course use the digital community platform InScribe. Data was collected by examining posts made on an InScribe community embedded in Arizona State University’s online First-Year Composition courses. A survey was conducted about students’ perspectives and use of InScribe. The data reveals a positive correlation between students’ confidence in writing and their participation on the digital platform, but also shows where further structure and organization are needed to use InScribe’s full potential. The student-led structure of InScribe allows for meaningful conversations to develop through peer-to-peer learning. Resources shared on InScribe effectively prepare students to make purposeful rhetorical choices in their writing. Recommendations are made to instructional designers, educators, and writing program administrators to expand the use of digital platforms in writing education programs and foster community for online students.
ContributorsBasteyns, Mackenna (Author) / Kappes, Janelle (Thesis director) / Sims, Morgan (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Life Sciences (Contributor)
Created2022-05
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Description

In this anthology, I will delve into two spheres of my personal and professional life: how my gender has inhibited my authority in the workplace, and how my gender has impacted the assumptions others make of my aptitude and worth. In each entry, I explore the intersection of poetry and

In this anthology, I will delve into two spheres of my personal and professional life: how my gender has inhibited my authority in the workplace, and how my gender has impacted the assumptions others make of my aptitude and worth. In each entry, I explore the intersection of poetry and literary criticism regarding internalized gendered assumptions. My headnote offers questions to consider upon reading each poem, and I have taken techniques and examples from Mary Oliver’s handbook on writing poetry, to then offer my own poem in response. Finally, I then analyze relevant scholarship to the gender-based issue I am referencing, alongside a personal explanation of how this issue materializes in my poems.

ContributorsNikoomanzar, Lilia (Author) / Long, Elenore (Thesis director) / Moran, Stacey (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / Department of Psychology (Contributor)
Created2022-05
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Description

When you see someone who looks like you or sounds like you in a major magazine, film, or book, how does it really make you feel? Do you feel liberated? Do you feel seen and validated? Or perhaps you read a negative article or comment about your people that are

When you see someone who looks like you or sounds like you in a major magazine, film, or book, how does it really make you feel? Do you feel liberated? Do you feel seen and validated? Or perhaps you read a negative article or comment about your people that are solely based on stereotypes, would you feel ashamed or saddened by your thought processes following the comments made about you, from individuals who don’t even know you? Does this affect the way you look at yourself or present yourself to the world as a result? And if so, how? This creative project is a self-journey of analyzing the various ways my self-esteem has fluctuated in response to different types of representations or topics related to Indigenous peoples over the course of ten weeks. It consists of multiple vulnerable reflection essays and curation of 85+ Tik Tok videos in an attempt to answer why representation matters, how it matters, and what is our personal role in it from an Indigenous perspective.

ContributorsMoore, Chael (Author) / Brayboy, Bryan (Thesis director) / Diaz, Natalie (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor)
Created2022-05
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Description
Gibberish seems to have a universal comedic appeal that transcends language barriers – Youtube sensation Crazy Frog goes “bing-ding,” stop-motion penguin Pingu goes “noot-noot,” and Chilean street clown Karcocha speaks in whistle. Clowns don’t need language to make people laugh – Charlie Chaplin did it silently – but what if

Gibberish seems to have a universal comedic appeal that transcends language barriers – Youtube sensation Crazy Frog goes “bing-ding,” stop-motion penguin Pingu goes “noot-noot,” and Chilean street clown Karcocha speaks in whistle. Clowns don’t need language to make people laugh – Charlie Chaplin did it silently – but what if their gibberish meant something? Intrigued, I sought to explore a species of clowns and how their naturalistic language could evolve the hoots and honks of clown gibberish through naturalistic processes of grammaticalization. First, I evolved a base language (which is not “clown-ish” in itself). Then, I modified the whistled register used by shepherds (not unlike Hmong and Silbo Gomero) into a clown register, which hides the true meaning of jokes in a series of whistles (to encode tone) and other sound effects (to encode consonants). Combined with a clownish subspecies of sapiens and a culture built around “facepaint as self” and humor as a leveling mechanism, this constructed language is vividly clownish. My ultimate intent is to demonstrate the limitless possibility of language change through a detailed, yet silly lens.
ContributorsSteiner, Reed (Author) / Van Gelderen, Elly (Thesis director) / Pruitt, Kathryn (Committee member) / Barrett, The Honors College (Contributor) / The Design School (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / Department of English (Contributor)
Created2022-05
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Description
This project consisted of a review of the jury instructions used in the aggravating phase of death penalty cases in Arizona. Originally the project was looking for deviations between the definitions used for the F(6) aggravator (especially cruel, heinous, or depraved), but when none were found the focus shifted towards

This project consisted of a review of the jury instructions used in the aggravating phase of death penalty cases in Arizona. Originally the project was looking for deviations between the definitions used for the F(6) aggravator (especially cruel, heinous, or depraved), but when none were found the focus shifted towards competing points within the instructions. Which begs the question of which instructions are being valued more than others, and how can we ensure jurors have the competency to accurately understand all the instructions given to them.
ContributorsBayless, Mallory (Author) / Broberg, Gregory (Thesis director) / Corey, Susan (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / Department of English (Contributor) / Watts College of Public Service & Community Solut (Contributor) / School of Criminology and Criminal Justice (Contributor)
Created2022-05
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Description
The present studies experimentally compared the effectiveness of self-explaining versus taking notes for improving comprehension of a difficult science among readers who varied in prior knowledge, reading skill, and later vocabulary skill. Study 1 (N = 70) examined how instructions to simply “note-take” or “self-explain” influenced text-based and inferential

The present studies experimentally compared the effectiveness of self-explaining versus taking notes for improving comprehension of a difficult science among readers who varied in prior knowledge, reading skill, and later vocabulary skill. Study 1 (N = 70) examined how instructions to simply “note-take” or “self-explain” influenced text-based and inferential comprehension. Task did not influence comprehension performance but, as expected, readers with higher science prior knowledge outperformed their less knowledgeable peers, who also earned lower scores on inferential questions compared to text-based questions. To replicate and extend these findings, Study 2 (N = 60) provided readers with more specific, distinct instructions and examples for self-explanation and note-taking tasks prior to engaging in the same task. The results showed that, in the self-explanation task, high-knowledge readers outperformed low-knowledge readers on the text-based questions. These results suggest that self-explanation supported more knowledgeable and skilled readers for text-based questions.
ContributorsGoblirsch, Emily (Author) / McNamara, Danielle (Thesis director) / Butterfuss, Reese (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / Department of Psychology (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor)
Created2022-05
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Description

This thesis examines statements made about immigration and mental health in Americanah by Chimamanda Ngozi Adichie and The Book of Unknown Americans by Cristina Henriquez. Americanah by Chimamanda Ngozi Adichie follows a young Nigerian immigrant as she navigates her move to the U.S. and explores the meaning of belonging and

This thesis examines statements made about immigration and mental health in Americanah by Chimamanda Ngozi Adichie and The Book of Unknown Americans by Cristina Henriquez. Americanah by Chimamanda Ngozi Adichie follows a young Nigerian immigrant as she navigates her move to the U.S. and explores the meaning of belonging and identity in the U.S. and Nigeria. Henriquez’s The Book of Unknown Americans is about a Mexican family that immigrates to Delaware in order to secure better treatment for their daughter and touches on the nuances of the Latinx immigrant identity in the U.S. Both of these texts feature the lack of resources and support available for immigrants of color which eventually lead the characters to return to their country of origin. This thesis posits that Adichie and Henriquez are both suggesting in their respective works that the U.S. fails to ensure the success and well-being of immigrants which leads to a deterioration of mental health and feelings of not belonging. A Portrait of Neglect considers the real life implications of Adichie’s and Henriquez’s ideas and the impact of their representations of immigration and mental health.

ContributorsJaiswal, Shivani (Author) / Soares, Rebecca (Thesis director) / Agruss, David (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / School of Social Work (Contributor)
Created2021-12
Description

Cosplay, or the act of dressing up as a character, is a hobby that has become increasingly popular over the last several decades. Since its conception in 1939, the practice of cosplaying has always been heavily tied to that of conventions. Until 2019 these conventions were utilized by cosplayers to

Cosplay, or the act of dressing up as a character, is a hobby that has become increasingly popular over the last several decades. Since its conception in 1939, the practice of cosplaying has always been heavily tied to that of conventions. Until 2019 these conventions were utilized by cosplayers to showcase their outfits and creations – in a phenomenon called “masking” – but with the widespread emergence of the COVID-19 pandemic, conventions were put on hold for over a year. This paper questions how convention culture has changed in a world where cosplay can no longer rely on it due to the COVID-19 pandemic. Through analysis, personal narrative, and a critical reflection, the authors compare Saboten Con 2019 and 2021 to discuss that despite the numerous changes to the physical culture of conventions, the social essence of conventions has remained the same.

ContributorsLauer, Annika (Author) / Kim, Melissa (Co-author) / Fette, Donald (Thesis director) / Ingram-Waters, Mary (Committee member) / Barrett, The Honors College (Contributor) / School of Music, Dance and Theatre (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / Department of English (Contributor) / School of Human Evolution & Social Change (Contributor)
Created2021-12
Description

Cosplay, or the act of dressing up as a character, is a hobby that has become increasingly popular over the last several decades. Since its conception in 1939, the practice of cosplaying has always been heavily tied to that of conventions. Until 2019 these conventions were utilized by cosplayers to

Cosplay, or the act of dressing up as a character, is a hobby that has become increasingly popular over the last several decades. Since its conception in 1939, the practice of cosplaying has always been heavily tied to that of conventions. Until 2019 these conventions were utilized by cosplayers to showcase their outfits and creations – in a phenomenon called “masking” – but with the widespread emergence of the COVID-19 pandemic, conventions were put on hold for over a year. This paper questions how convention culture has changed in a world where cosplay can no longer rely on it due to the COVID-19 pandemic. Through analysis, personal narrative, and a critical reflection, the authors compare Saboten Con 2019 and 2021 to discuss that despite the numerous changes to the physical culture of conventions, the social essence of conventions has remained the same.

ContributorsKim, Melissa (Author) / Lauer, Annika (Co-author) / Fette, Donald (Thesis director) / Ingram-Waters, Mary (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / Department of Information Systems (Contributor)
Created2021-12